Download or read book A Comparison of Two Types of Video Modeling to Teach Adaptive Skills to Children with Autism written by Anna Lee Burns and published by . This book was released on 2012 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study compared learners' point of view video modeling to whole person video modeling to teach table setting and pouring to children with autism. Twenty-six males between the ages of 4-16 participated in the study. Results of an analysis of covariance, Pearson's r correlations and independent sample t-tests indicated that there were no statistically significant differences between the two types of video modeling on either the percentage correct on the last trial or on the number of trials required to achieve mastery. However, a moderate to large effect size was found for the learners' point of view condition, suggesting future research may be warranted. The results of the analysis of covariance also indicated that imitation ability prior to the intervention had a statistically significant relationship with the outcome variables. This finding suggests that children with autism may benefit from being taught to imitate prior to exposure to video modeling interventions.
Download or read book Comparing the Efficacy of Video Modeling to in Vivo Modeling for Teaching Vocational Skills to Adolescents Diagnosed with Autism Spectrum Disorder written by Amanda L. Day and published by . This book was released on 2015 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the effects of video modeling to the effects of in vivo modeling for teaching new vocational skills to teenagers with Autism Spectrum Disorder (ASD). Error corrective procedures, a video clip presentation of the step correctly modeled or an in vivo model of the step, were used in each condition. Four teenagers diagnosed with Autism Spectrum Disorder were taught two types of vocational skills and within each skill were taught two variations of the skill, for a total of four different vocational tasks. Each participant learned one variation of a vocational skill through video modeling and the other variation through in vivo modeling. The study demonstrated that learning occurred in both conditions, video modeling and in vivo modeling, and both conditions resulted in mastery of all four skills for three out of four participants, and the mastery of three out of four skills for one participant.
Download or read book Teaching Play to Children with Autism written by Nicky Phillips and published by SAGE. This book was released on 2012-04-04 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Identiplay intervention helps children on the autistic spectrum, and those with specific communication disorders, learn to play. Through the use of play scripts the approach promotes the development of social skills, understanding, imagination and exploration. By learning these skills the young person can enjoy reciprocal play with an adult or peer. Supported by case studies the theory behind the approach is fully outlined and scripts are provided for instant use in a number of settings. The new edition of this popular book includes: - More on developing your own scripts - How to assess the child′s current play skills - The adult′s role in play - The use of visual/verbal support - New case studies - New scripts - Advice on taking learning outdoors - Links to resources and useful websites A supporting CD ROM contains video clips of the intervention in practice, printable scripts and a PowerPoint presentation to facilitate professional training making this a vital resource for anyone working with young children on the autistic spectrum or with communication difficulties.
Download or read book Video Modeling for Young Children with Autism Spectrum Disorders written by Brenna Noland and published by Jessica Kingsley Publishers. This book was released on 2012-09-15 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling takes visual learning to the next level by using new technologies to create an effective teaching tool. This book explains how professionals and parents can use innovative video modeling techniques to support the development of young children with autism spectrum disorders in school, home or community settings. Offering practical step-by-step guidance, the book shows how to film and edit personalized videos that highlight the exact skill that is being taught. Whether the focus is increasing attention, peer interaction, getting dressed or creative play, these videos are easy to incorporate into daily routines. They allow the child to learn new skills quickly and with less hands-on adult support leading to greater independence. Three video modeling strategies are presented – Basic Video Modeling, Video Self-Modeling and Point-of-view Video Modeling – along with all the information needed for readers to start using the techniques for themselves. The research behind the approach is also discussed and each chapter includes detailed case studies that demonstrate the techniques in action.
Download or read book A Comparison of Video Modeling and Video Self modeling for Teaching Social and Play Behaviors to Young Children with Autism written by Jessica Newman and published by . This book was released on 2007 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Oxford Handbook of School Psychology written by Melissa A. Bray Ph.D. and published by Oxford University Press. This book was released on 2011-02-18 with total page 915 pages. Available in PDF, EPUB and Kindle. Book excerpt: With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
Download or read book Evaluating the Effects of Camera Perspective in Video Modeling for Children with Autism written by Courtney Cotter and published by . This book was released on 2010 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been used effectively to teach a variety of skills to children with autism. This body of literature is characterized by a variety of procedural variations including the characteristics of the video model (e.g., self vs. other, adult vs. peer). Traditionaly, most video models have been filmed using third person perspective (i.e., scene models), where the viewer is watching the actor perform in a scene. Recently, studies have successfully incorporated the use of first person perspective into video models (i.e., point of view models), where the view is directly from the actor's point of view. Currently, no studies have directly compared the effects of camera angle on learning when video models are used as teaching tools. Six boys with autism ages 4-8 years learned yoked pairs of tasks, with one task assigned to each type of modeling condition. The effects were evaluated using an adapted alternating treatments design that allowed for a direct comparison between conditions with task difficulty held constant. Few differences in rate of acquisition and attention to the model were observed. Video modeling was not always successful as a teaching tool for targeted tasks. Supplemental teaching strategies (e.g., in vivo modeling with error correction) were employed when video modeling was ineffective for one or both tasks. This study provides evidence that camera angle does not generally have an effect on video modeling effectiveness. It also provides furhter evidence that video modeling may not always be an effective teaching tool for all children with autism.
Download or read book A Comparison of Video Self and Video Peer Modeling to Increase Participation in High School Students with Disabilities written by Melissa Macias and published by . This book was released on 2018 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been implemented to teach social, play, functional, and academic skills to individuals with autism. There is still uncertainty in previous research whether video self-modeling (VSM) or video peer-modeling (VPM) is a more appropriate model to use. Past research has focused primarily on providing video modeling interventions to younger individuals with autism, with a lack of research on older individuals with different disabilities. This study examined if VSM or VPM would be more effective in teaching three high school students with disabilities to participate in the classroom. Results revealed an increase in classroom participation in two students when both VSM and VPM were introduced. Overall, VSM was more effective than VPM in two students. Recommendations for future research on video modeling are discussed.
Download or read book Single case Designs for Educational Research written by Craig H. Kennedy and published by Pearson. This book was released on 2005 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Single-Case Designs for Educational Research provides up-to-date in-depth information about the use of single-case experimental designs in educational research across a range of educational settings and students. Research Methods in Special Education. Appropriate for those pursuing advanced degrees in Education and Special Education.
Download or read book Video Modeling written by John A. Hinrichs and published by . This book was released on 2011 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Expressive Labeling to Children with Autism Via Videotape Modeling written by Matt Stoelb and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of children who are diagnosed with autism continues to increase, it is important to identify affordable and effective interventions to teach them basic skills. Prior studies have suggested that video modeling can be effective at teaching children with autism a wide range of skills and responses but have not examined this intervention absent from prompts to pay attention, in vivo or live modeling, and skill rehearsal and reinforcement. This study examined the use of video modeling to teach three young children with autism to name pictures of common objects, examined video modeling as a stand-alone procedure, and included assessments of maintenance and generalization. It contrasted two different stimulus presentation styles (massed trials presentation and distributed trials presentation) with a no-treatment condition within the context of a single subject alternating treatment research design. Thirty stimulus labels were divided into three groups of ten labels each and were randomly assigned to massed trials video modeling, distributed trials video modeling, and no-treatment conditions. Baseline data demonstrated that none of the children could expressively label any of their target items, name any of the alternative examples of these items, or receptively label targets at levels that were higher than chance. After daily probes to assess these skills, participants were exposed to videotapes of children naming target items three times in succession (massed trials) or three times intermixed with one another (distributed trials). A total of fifteen probe and intervention sessions occurred before a 2- and 4-week maintenance phase began. Two of the three participants paid high levels of attention to intervention videos. These two children learned to name 95% of the pictures they saw within videos (as compared to 25% of control group stimuli), to receptively label 100% of video targets, and to name 80% of alternative examples of these. The third child in the study seldom attended to the videos and did not learn any of the labels within them. Attention to videos accounted for 98% of the variance in the number of labels that were acquired, and the two types of videos that were used appeared to be equally effective. This study suggests that some children with autism can be taught desired skills through the use of homemade videos in the absence of live instruction and reinforcement. Additional research is needed to explore the instruction of social and play skills through stand-alone video modeling procedures, the identification of measures that predict responsiveness to video modeling, and the validation of sequential steps that can be taken when video modeling is not effective.
Download or read book Comparing Video Modeling Approaches During Sports Activities to Increase Social Skills in Children with Autism written by Jeanne Marie Ambrose and published by . This book was released on 2014 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video Modeling (VM) and Video Self-Modeling (VSM) were used to boost unprompted positive social engagements in two dyads of children with Autism Spectrum Disorder (ASD). A multiple baseline design within dyads compared the effectiveness of VM and VSM interventions in increasing each child's frequency of unprompted positive social engagements in a naturalistic after-school sports program. The present study adds to the current literature by comparing the effectiveness of two popular social skills interventions in a naturalistic setting. Results indicated that VM only successful for one participant while VSM was successful for three participants. VSM also showed to have a greater effect on generalization. The present study adds to the current literature by using VM or VSM as sole interventions (without prompting or reinforcement), offering treatment fidelity and social validity measures, and providing a strong case for using VSM, especially for generalization effects.
Download or read book Seeing is Believing written by Tom Buggey and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling (VSM) is a proven and effective method for teaching new or more advanced skills and behaviors to people with autism. The technique uses homemade videos (created by parents, teachers, or therapists) to demonstrate a desired behavior. The key feature of any self-modeling video is that the person modeling the behavior in the video is the same person watching the video. VSM allows a person with autism to see himself performing the very skill he is trying to learn. This is accomplished through careful editing and manipulation of video footage, transforming it into a cohesive teaching tool. And the process is a lot easier than you may think! Seeing Is Believing begins with an overview of the research and science behind VSM and insights into why it is a particularly good teaching method for people with autism and other developmental disabilities. It then explains the process of making self-modeling videos from start to finish, including how to: choose the behavior/skill to teach conduct a task analysis select and use camcorders and video software storyboard video scenes plan and shoot footage transfer the video to a VCR, DVD, or computer edit and manipulate the footage keep track of and interpret data These videos can teach or modify a wide variety of behaviors and skills, such as controlling tantrums, increasing the frequency and length of verbal responses, making requests, interacting with peers, and solving math problems. Seeing Is Believing is a good companion book to Functional Behavior Assessment for People with Autism and Stop That Seemingly Senseless Behavior! For further information on VSM, go to siskinvsm.org. Here youwill find a blog that provides additional advice and consultation via email on VSM methods, sample videos, FAQs, and a discussion forum with professionals in the field. siskinvsm.org will become operational in March 2009.
Download or read book Comparison of Two Video Prompting Interventions to Teach Daily Living Skills to Adolescents with Autism written by Jennifer Wertalik and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting change better for two of the three students. The frequency building component in the VP + FB had strong, consistent gains for all students in terms of retention.
Download or read book The Effectiveness of Using Video Modeling Techniques to Improve Motor Skills for Preschool Children with Autism Spectrum Disorders written by Atyh Abdullah Hadadi and published by . This book was released on 2018 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beside the main syndromes of socialization and communication for individuals with autism spectrum disorders, they also have impairments in motor skills, such as ball skills (catching and throwing) and postural stability (standing and walking balance). The main objective of this dissertation is to improve motor skills for preschooler children with ASD through use of video-modeling techniques. A secondary objective of this research was to find a correlation between the development and improvement of ball skills and balance tasks. Twenty-six children with ASD were divided into two groups. Twenty-six children with ASD from 3-5 years old participated in two groups: one using video-modeling and another using live-demonstrations as early interventions. Four independent variables of motor skills were used in this study, including catching, throwing, standing and walking balance, throughout 10 sessions. Each session included four blocks with which to practice each motor skill in about 60 minutes. The results of this study indicated that there were positive improvements for the video-modeling group in the performance of ball skills (catching and throwing) and balance tasks (standing and walking) with significant correlation between the development of ball skills and balance tasks. The findings of this study contribute to knowledge regarding the development of motor skills for children with ASD, and they provides caregivers who are working with children, such as physical education teachers, therapists, and parents, video modeling as a teaching strategy to enhance the motor skills as an early intervention.
Download or read book Video Modeling Video Feedback and Video Self modeling to Teach Communication and Play Skills to Preschool and Elementary Aged Children with Autism Spectrum Disorders written by and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Video modeling, video feedback, and video self-modeling are interventions developed to increase appropriate communication and play skills in children with autism spectrum disorder. In research completed between 1989 and 2013, children between the ages of 2 and 15 years old with autism spectrum disorder were participants in studies completed to study the effectiveness of these interventions. The majority of these studies concluded an increase in the target behavior or behaviors. A few studies reported inconclusive results due to modification made to the study or mixed results of effectiveness among the studies' participants. Limitations of these studies include small number of participants, use of prompts and reinforcement in some studies, age of participants and limited review of generalization of target skills. Suggestions for further studies include extensive research on generalization of target skills, larger groups of participants and study of older participants with autism spectrum disorder."--leaf 3.
Download or read book Video Modelling and Behaviour Analysis written by Mickey Keenan and published by Jessica Kingsley Publishers. This book was released on 2006-06-15 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Applied Behaviour Analysis (ABA) is a successful educational method for developing social and communication skills in children with autism. The use of video modelling in ABA programmes has demonstrated great effectiveness in teaching behavioural skills to autistic children, and this book explains how and why. Video modelling is an easy-to-use behaviour modification technique that uses videotaped rather than 'live' scenarios for the child to observe, concentrating the focus of attention for the child with autism and creating a highly effective stimulus for learning. Video Modelling and Behaviour Analysis provides a practical introduction to the technique, its objectives, strategies for use and evidence of its success. Illustrative case examples are supported by detailed diagrams and photographs, with clear, accessible explanations. Video Modelling and Behaviour Analysis will be a welcome addition to the practical literature on autism interventions for parents of autistic children and the professionals working with them.
